ChatGPT的快速發展引發熱門話題，許多國內外學者已著手研究其在教育上之應用，本研究以科技接受模式及情境期望價值理論為理論框架，探討海外華語文教師在應用ChatGPT於華語文教學的情境下，教師使用ChatGPT的經驗是否影響其對ChatGPT的知覺有用性與易用性，並進一步探討這兩項知覺是否影響情境中的知覺使用價值，從而影響其持續使用意圖。
研究方法採用問卷調查法，在華語文教學交流平台及群組上進行滾雪球取樣，以海外的華語文教師為研究對象，蒐集有效樣本共97份，以結構方程模式進行數據分析，結果顯示：一、ChatGPT使用經驗與有用性、易用性具有正相關。二、ChatGPT的知覺有用性、知覺易用性與知覺使用價值具有正相關。三、知覺使用價值與持續使用意圖具有正相關。四、使用經驗對知覺使用價值及持續使用意圖有間接正相關。五、知覺有用性及知覺易用性對持續使用意圖有間接正相關。六、每週使用ChatGPT超過7小時的教師在使用經驗、知覺有用性、知覺使用價值及持續使用意圖方面，皆高於每週使用不足7小時者。
本研究填補了現有文獻中關於海外華語文教師應用ChatGPT於教學課程的研究空白，同時也為海外華語文教師在教學實務應用與未來研究提供建議。

The rapid advancement of ChatGPT has sparked widespread discussions and many domestic and foreign scholars have begun to study its application in education. This study explores the application of ChatGPT in overseas Chinese language teaching based on the Technology Acceptance Model and Situated Expectancy Value Theory. The study aims to understand whether Chinese teachers' experiences with ChatGPT influence their perceived usefulness and ease of use of the tool, and further examines whether these perceptions affect their perceived task value, thereby enhancing their intention to continue using ChatGPT.
This study employed a questionnaire survey method and utilized snowball sampling to target Chinese language teachers overseas. A total of 97 valid samples were collected and analyzed using Structural Equation Modeling.
The results indicate that : (1) experience with ChatGPT positively correlates with its perceived usefulness and ease of use ; (2) perceived usefulness and ease of use positively correlate with perceived task value ; (3) perceived task value positively correlates with the intention to continue using ChatGPT ; (4) experience with ChatGPT has an indirect impact on perceived task value and the intention to continue using it ; (5) perceived usefulness and ease of use have an indirect impact on the intention to continue using ChatGPT ; (6) teachers who use ChatGPT for more than seven hours per week show higher levels of experience, perceived usefulness, perceived task value, and intention to continue using the tool compared to those who use it for less than seven hours per week.
This study fills a gap in the existing literature regarding the application of ChatGPT by overseas Chinese language teachers in their instructional courses. It also provides practical suggestions for the application of ChatGPT in teaching practices and future educational research for overseas Chinese teachers.

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